Guidance as to when P scales should be reported, Level descriptors for performance levels 1 – 8 and guidance on how to improve provision for pupils with special educational needs and/or disabilities and learning difficulties, who are working below level 1 of the National Curriculum.
Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.
The Communication Trust has launched a series of case studies showcasing good local practice in identifying young people and children with speech, language and communication needs (SLCN).
The case studies cover all education phases, from early years and school to FE, and were collated from settings across the country. Each study shares processes and interventions that have improved outcomes and enabled more effective use of limited resources.
Every term our TAs fill in a form that we send to parents giving feedback about how their child has used support in class. TAs are given training and time to complete this. As SENCO I do proof read every one of them. Parents feel that it helps them to understand how their child is responding to support, and feedback is always positive.
This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
Our children with extreme anxieties and/or Autistic Spectrum Disorder (ASD) work intensely with our Teaching Assistant for a specific amount of time and on a specific task (individually catered for). The idea is for them to work independently in the classroom with peers.
Jack joined Swanwick Hall School in Derbyshire three years ago. At first, he struggled with the demands of secondary school and was always in trouble. In this clip Jill, Jack's mother, explains why it is important that class and subject teachers are aware of pupils' additional needs and plan inclusive lessons that take account of those needs. Jill describes the difference that inclusive, high quality teaching has made to Jack's progress and attainment
The SEND Review Guide was created with the purpose of empowering schools to improve their SEND provision. It is made up of a paper-based audit, examples of good practice, guidance on how to carry out a review of SEND provision and self-evaluation templates.
The SEND Review Guide was created in partnership with over forty outstanding special and mainstream schools, parents/carers of children with SEND as well as organisations such as Contact, Ofsted, the CDC, IOE and the TSC.